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Writing in TES, Shabih Bashir, Head of Key Stage 5 Mathematics at Doha College, argues that AI has transformed how he builds assessments, making them broader in scope and richer in detail whilst significantly reducing his workload. He highlights that the time saved feeds directly back into student support. The piece offers practical, subject-specific insight that secondary teachers can immediately contextualise for their own practice.
New action research from Thames Christian School, published in *Human Intelligence First: the Tool is the Smallest Part*, finds that students valued AI feedback for its speed and specificity on technical targets, yet the majority still preferred feedback from a teacher. The key reason: teachers earn trust by knowing a pupil's history, context and working style, which AI cannot replicate.
Teddington School in south-west London is blocking AI on student devices while actively teaching pupils to engage with it critically in lessons. Students interrogate AI-marked work against their own judgements, and homework now includes structured reflection on how AI was used rather than a blanket ban. Teachers model experimentation openly, including letting pupils watch when AI fails.
